helping communicate to students how much time and energy you and
your institution expect them to invest in their work
UCF Information Fluency Initiative: Home - 0 views
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Turnitin: Home: Welcome to Turnitin - 0 views
American Memory from the Library of Congress - Home Page - 0 views
Feedback_090308.pdf (application/pdf Object) - 0 views
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5. Increasing Time on Task: 7 Principles Collection of TLT Ideas - 0 views
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ability to send file attachments with email has made it easy for students to send me a draft of their work for feedback at any time.
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With randomly generated homework problems, immediate feedback, and the opportunity to try again, students view the homework almost like a game with the challenge of getting all the problems correct. As a result, they seem to spend more time than with paper and pencil homework.
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availability of many research materials on-line and through electronic databases to which libraries subscribe should enable students to access what they need from their homes or their dorms at time which are convenient to them
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our approach to students is to encourage students to do what works for them (but to be sure to do it!)
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Access to the Internet has changed research possibilities. Students have access to much more information faster than in the past.
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E-mail messages are quickly replacing the live visit to professors and probably encouraging more students to talk to professors since it is less scary to them to write rather than face professors face to face.
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Searching for journal articles using electronic bibliographic databases has been a major time saver for students
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Use of the Calendar in WebCT to promote planning by students. Can also use the Calendar to highlight particular content or web resources to be ready for in-class discussion. Remind students in different media such as in-class and on-line about the expected completion dates for projects. (Virginia Arp, Gannon University)
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Some may be spending more time because they’re unfamiliar with the medium. Some may be spending more time because instructions for assignments are not well-written for online use Some may be spending more time because they want to: the assignments are more interesting. And so on. Depending on the reasons, “spending more time” may be a) a triumph, b) a problem to be fixed, c) a temporary situation to be endured.
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What is text wrap? - 0 views
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Home > text wrap text wrap Text wrap is a feature supported by many word processors that enables you to surround a picture or diagram with text. The text wraps around the graphic.
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Authentic On-line Learning - 3 views
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I suppose one of the assumptions that I have about my own on-line course is that if a certain percentage of my students are of the Generation Y population, they may very well know more about the technology than I do.
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20 to 22
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so I guess that will most likely be my audience.
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While I think the technology has to be embedded in instruction whenever possible, it can’t be left to teachers alone to solve this problem.
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I feel teachers need much more support from administrators as well as the Education Department. I know that SED is currently addressing the problem of making technology accessible in our classrooms, but even as they are planning it, the technology is increasing exponentially. It's going to take major educational reform -- Our new commissioner has been personally involved with the Technology task force.
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This is my struggle too. I am spending this weekend stopping in. I do like the post titles, it helps me to priortize what I want to read.
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I think a lot of my difficulty is that my only comparison for online learning are the 2 courses I've taken prior to this. One was okay, the other not so good. So, I'm only realizing now that the online environment and experience can be a lot more robust that I had thought.
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I had to question what the objectives were first, and then create an assessment that tied into the objectives.
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This is probably one area that still scares me. I think I'm going to have to come up with a rubric for the forum in my course, and I don't have any experience creating a rubric. I've Googled it and there are many rubrics out there, but I don't know if I can just "borrow" a rubric and tweak it or is this plagarism?
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what I need to do is think of these posts as mini research papers.
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exactly!!! i actually say "Every post you make in this course is an exam. " in the interaction course info document for the course!! : )
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Now that I realize this, I'm finding the workload a little easier. I had to adjust my schedule. I'm used to doing most of my online work on weekends, but that's not enough for this course, so I made changes. Now I come home from work and put aside about 2 hours each night specificallly for addressing posts.
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I don’t feel like I can get to it all.
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I’m doing my best.
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I decided to give it a try.
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1) Will it help you present content in a more effective or engaging manner, 2) will it facilitate collaboration or interaction between students in an more effective manner, and 3) will it help provide feedback or help assess students more effectively. I feel the blog will get students interacting in a more casual setting regarding the stories, and the Wiki will definitely facilitate collaboration.
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Your assessment of the first 4 weeks is so correct, (in my opinion). I am into the end of the 4th week in an online course I am teaching now and my students are finally soaring, It is soooooo exciting for me to see the growth. The only problem is that my class is only 6 weeks summer....The course I am planning is a 4 week winter term course, so now how to I get my students to soar within one week? My dilemma.
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Wow, 4 weeks is not very long. What kind of class will you be teaching in the winter session? I'm not sure you can push the timeframe of when they begin to soar...that happens when it happens. I guess if you can somehow get them interacting with each other right away, that might help promote discussions that lead to those 'aha' moments.a little quicker.
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I decided not to do winter term...I will no less than 8 week courses...which as an adjunct is a $$$ decision that will hurt. However, I do not believe that 16 courses squeezed into 4 weeks is ethical.
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My Avatar
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off. Luckily, the course unfolded slowly and in a very specific order, and I had time to reflect, prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete
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flect, prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it. This was a BIG deal for me and it’s given me a sense of empowerment. It’s also come at a good time, because I’ll be taking my last course in September in order to finish up my degr
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flect, prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it. This was a BIG deal for me and it’s given me a sense of empowerment. It’s also come at a good time, because I’ll be taking my last course in September in order to finish up my degr
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prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it. This was a BIG deal for me and it’s given me a sense of empowerment. It’s also come at a g
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Never in a million years did I ever think that I would go on to graduate school, but here I am on the cusp of that achievement. I am the first out of 6 siblings to earn a master’s degree.
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I didn’t realize that I was in charge of my own learning.
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any kind of learning... online or f2f is ONLY student-centered if that is how it is designed and if that is how the instructor facilitates it... now that you know that you are in charge of your own learning, i need your help : ) You can help me change the world by sharing that insight with anyone you have the opportunity to teach in the future. I have very high expectations of you Donna!!! : )
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I came to realize that I didn’t have to give them all my knowledge — that in fact, I had to let them learn some of these things on their own.
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I think it’s a situation where I don’t know what I need until somebody tells me that I need it. I’m certainly open to suggestions, but at this point I feel like I’ve done what I was supposed to do; however, I realize that this is VERY new to me and that I have probably made some mistakes that will be pointed out to me. That’s fine, and as I said, I welcome comments and suggestions.
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Curriculum and Instructional Design - 0 views
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I can now see that learning to transform my ideas and beliefs about learning IS GOING TO require a constant and steady flow of reflective inquiry.
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There are still so many tools and technologies to learn!
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I KNOW! It is so overwhelming at times. I just keep telling myself "it's all going to be worth it!" It is extremely comforting, however, to hear the experts in the field and those who have been doing this for a long time saying that they felt the same way when they first began.
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I just found out tonight about this ability to use Diigo in our blogs to leave post-its....very cool!
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I am able to read the discussion posts and announcements while I’m on the road, at work, exercising or shopping. I am able to stay connected to the course, and this has been a great help to my learning.
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I still have so much learning to do
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post quality responses
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teacher
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This course allows me to learn the theoretical underpinnings of learning and teaching online, but also allows me to apply what I have learned and “make the connection” to my professional life and to the greater world!
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From this point on, I have made the decision to be strategic about the design and impact of my course on my faculty’s personal and professional lives.
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for business
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stay consistent with the structure
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A Review of Attributional Retraining Treatments: Fostering Engagement and Persistence i... - 0 views
home.cc.umanitoba.ca/...ky,%20Daniels%20%282009%29.pdf
Education teaching online attribution retraining
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